Presents a retrospective look at the curriculum reform known as the New Social Studies. Defines New Social Studies as a content organization reflecting a discipline or a teaching-learning methodology emphasizing induction, inquiry, and problem solving. Suggests that more parent involvement and student cooperation are necessary before more…

Discusses the factors that must be considered by the issue-centered advocates in order to successfully oppose the attack on social studies by those advocating U.S. history and geography at the center of the curriculum. Suggests that social studies professionals should organize and that a national clearinghouse for issue-centered materials be…

Explains how all secondary school subject matter can be learned and taught philosophically. Reviews basic components of a philosophical lesson (truth, values, faith, logic) and describes a classroom activity based on a reading from a Berthold Brecht play. (Author/AV)

Presents results of a national survey collecting data about the current status of and trends in elective social studies programs in secondary schools. Reports that most schools offer elective programs, usually optional rather than required electives. Concludes that psychology and sociology were the most common electives. Includes tables showing…

Discusses the use of fine arts as sources to enrich the study of history. Suggests that such works will serve as barometers of change, examples of cross-cultural influences, and political messages. Includes suggestions of works and artists from different historic periods. (DK)

From the kitchen sink to the U.S. defense weaponry systems, minerals play a role, and this role should be identified and studied by both elementary and secondary students in geography courses. The basic design for a unit of study is discussed and learning activities are described. (RM)

Presents a synthesis of values education activities and programs and relates values education to social studies. Suggests that values ideas should be internalized and transferred to existing social studies curricula by teachers rather than theorists. (Author/DB)

Discusses the use of the curriculum package "Econ and Me" in teaching primary school children about economics. Explains that the program incorporates mathematics instruction and promotes language arts skills. Describes research indicating that primary school children's economics knowledge can improve through the use of "Econ and…

A bibliographic essay which identifies materials for teachers and students in programs of philosophical education. Citations include rationales for teaching philosophy to children, teaching approaches and practical guides, reference or supplementary materials, journals, audiovisual materials, and resource organizations. (Author/AV)

Visually impaired students need specially designed relief maps to learn map reading and to achieve geographic literacy. The development of geographic instructional materials, including relief maps and audio-tutorial cassette tapes, for low-vision students in grades 5-10 is described. (AM)

Discusses how to develop a chapter based unit, a very brief planning scheme that enables a social studies teacher to organize instruction drawing upon content from a single textbook chapter. This involves identifying a focus generalization, describing major concepts and subconcepts, preparing performance objectives, and developing key questions.…

Presents the source method that Mary Sheldon Barnes publicized in her book, "Studies in General History" in 1885. Defines the source method as the thorough examination of original source materials through the application of systematic inquiry tools. Points out that Barnes combined the study of history with the study of contemporary life.…

Educators must decide which concepts, generalizations, and content of multicultural education are to receive priority attention. Characteristics of curricular elements to be selected as foundations of multicultural education are discussed. (RM)

Explains how community legal resource persons (police officers, lawyers, law students, court employees, legislators, etc.) can contribute to high school students' understanding of the legal system. Suggestions include that the resource person's visit relate to material the class is studying and that the teacher and resource person communicate…

Explains how to debrief students after participation in simulation and/or other educational games. Debriefing should increase students' ability to experience, identify, analyze, and generalize. (Author/DB)